PowerPoint
Enhancing Self-Regulation in Deaf and Hard of Hearing Children
Quiz
Evaluation
Continuing Eduation Credits
Course description: We have learned much about the development and disorders of executive function, or self-regulation, in children over the past quarter century. More recently, researchers have focused on relationships between self-regulation and language in Deaf and hard of hearing children, who show greater variability in executive function that is often associated with language development. In just the past few years, we have turned our attention from understanding and measuring executive function to enhancing these self-regulatory functions in all children. The wealth of the evidence shows that a collaborative problem-solving model with everyday routines and language “scripts” using everyday “coaches” is most effective for helping children develop better self-regulation. This presentation will review the most common model of executive function that leads to parent, teacher, and professional supported development of self-regulation in the child’s everyday real-world environment.
Agenda:
15 minutes: Arriving at a common model of executive function concepts 15 minutes:
15 minutes: Anatomical and conceptual foundations of everyday self-regulation
20 minutes: Risk factors for disrupted self-regulation
10 minutes: Outcomes of poor self-regulation
20 minutes: Evidence for different approaches to intervention
20 minutes: A collaborative problem-solving approach to supporting children's self-regulation
Learner outcomes:
Participants will be able to:
Identify the commonly accepted definition and model of executive function/self-regulation
Identify intervention approaches for improving students’ self-regulation
Describe an “executive coaching” model of enhancing executive functions
Peter Isquith
Financial disclosures: Peter Isquith is an author of the Behavior Rating Inventory of Executive Function instruments, the most widely used measure of executive function/self-regulation internationally. He receives royalties from use of the instruments. The work will not feature in this presentation, though data from the work may be referenced as it is used in studies relevant to the presentation. Dr. Isquith is receiving royalties for this course.
Nonfinancial disclosures: Peter Isquith is affiliated with the Deaf and Hard of Hearing Program at Boston Children's Hospital. He participates in research and teaching activities there but no longer provides clinical services at the hospital. He is also an ASL user, a SODA (sibling of a deaf adult), and a former interpreter.
